Measuring the progress of Competencies
The performance measurement depends on instructions, guidelines and regulations. It should be objective and comparable. The grade satisfactory, however for the work of a lazy, talented student can equally describe that of a hard-working student who has been successful in overcoming many shortcomings. Willingness to perform would be demanded in the first case and expressing great recognition for the progress of competencies in the second case.
In the following, you will find the two tested methods which enable individual feedbacks. To what extent can these be used while giving grades may be explained on the spot in accordance with the higher authorities.
In module 8, you will find methods of the group rally. Evaluating the progress of competencies is an important element. Click here to read more about the practical implementation >>
The portfolio includes positive performances in the class. Students can decide which materials they want to take in their portfolios.A portfolio is the specific collection of schoolwork, which narrates the stories of efforts, developments and performances of a student. (U. Hecker)
U. Hecker mentions the following activities which characterise the portfolio work:
- Collect: Work results and work pieces of various kinds are collected in the portfolio.
- Choose: Out of the entire work, a part is chosen to highlight results, performances and developments.
- Orient oneself: Instructions and agreements about the contents control the activities of each student. He/she can orient himself/herself and control the work process.
- Evaluate: The student can write comments on the contents of the portfolio. The teacher can add views and evaluations.
- Document: Results and its development process are documented. The entire portfolio is an important basis for discussions between students, teachers and parents. It can complement original certificates or replace them completely.
- Discussions: The entire portfolio is a document of "work in progress". Based on the portfolio, discussions are held about the work process and development of performance.
Working with portfolios cannot and should not be a cure-all method, but an alternative amongst other things. Johnson and Rose have published a lot of supporting information for this (see below).
You will find two excerpts from the book here:
[Scope for evaluating mathematics portfolio in Vermont]
Unterschiede zwischen traditionellen Tests und Portfolios (pdf) [Differences between traditional tests and portfolios]
Portfolios: Clarifying, Constructing, and Enhancing.
Authors: Johnson, Nancy Jean; Rose, Leonie Marie
This book is a guide to understanding and implementing portfolio assessment in schools and contains checklists, forms, sample letters, rubrics, and inventories.
The following websites offer information on the topic "portfolio":
U.S. Department of Education: Doing what works
RAND Corporation: Objctive analysis. Effective solutions